Abstract:

Background:
For nursing students in the vocational education system in Taiwan, English language writing skill has long been ignored – whether it is for general or specific purposes, and that has jeopardized nursing students’ success in medical-oriented courses and careers.

Objectives:
This is a one year project aiming at designing a nursing notes writing course for university nursing students, and exploring the teaching outcomes of the implementation. Three objectives are: (1) to examine the effectiveness of the course in enhancing the learners’ writing competences; (2) to survey the learners’ satisfaction level toward the writing course; and (3) to investigate the learners’ perceptions about this course.

Methods:
In the single-group without comparison experimental study, 50 students practiced 5 writing tasks guided by five teaching strategies: online writing platform, multiple revisions, peer review activities, and blended mode of teacher’s indirect and direct feedback, in one semester’s duration of 18 weeks. External examiners included a language teacher and a nursing professional. Data collection instruments included nursing notes writing competence scale, learner satisfaction questionnaire, learner interview, classroom observation, and teaching materials.

Results:
Students' writing competence significantly improved in every dimension after the instruction. They also demonstrated a fair satisfactory level toward the course. 90% learners preferred online writing compared to traditional hand writing. Additionally, participants reported that they prefer receiving feedback from the teacher to that from peers; furthermore, they did not like indirect feedback.

Conclusions:
The nursing notes writing course suggests a comprehensive and effective teaching approach that can help enhance students' nursing English writing performance. Teachers are advised to consider its implementation when designing their syllabus.

Keywords:

Nursing note writing, nursing education, EFL, English for Specific Purposes.